My participation in this class was very good. Note taking was my primary activity due to all the new content and the big learning curve I experienced. I spent a great deal of time reviewing course notes to learn and understand definitions, terminology, and procedures for cataloguing. The cataloguing assignment also consumed a great deal of time. I think this was the case for most people in the course and as a result there are few postings on the discussion board. This course was not as interactive as the past library courses and I felt very isolated and frustrated at times. The Meebo chats were very helpful and I would have liked something like that to occur earlier in the course. I also found that only a few people constructed blogs, and again there was not a lot of interaction.
I did spend a great deal of time reading through the second activity postings and making a collection of cataloguing tools online for my personal use. I thought this activity was an indispensable activity. Right from the start I was able to see what kinds of tools and resources are available for Librarians and got an idea of the expansiveness of cataloguing. The third activity was an eye opener for me. I had no idea of the variation in catalogues. I now understand the need to personalize catalogues to suit the needs of that library’s clientele and the nature of the collection. The user must be kept in mind when developing catalogues and facilities for collections. At times we might need to modify our cataloguing, still adhering to formal cataloguing rules and procedures, or change our facilities, to promote better access for our users.
I did read through most of the article summarizes others had posted on the discussion board. My article reviews are about cataloguing non book resources, primary e-resources, and I found that several others had chosen the same topic. This really gave me a good understand of the changing nature of cataloguing, especially in concerns to e-resources, and the importance of following cataloguing rules and procedures. While reviewing articles, a main reason for taking this course hit home - computerized systems need exacting cataloguing. It is not as important what system I learn, as I learn how to catalogue with precision and accuracy. I also need to be aware that catloguing procedures may change, and I need to communicate with others in the cataloguing community in efforts to standardize my practices, and the system, as much as possible. It’s not about sticking to and defending one system, but about creating a cataloguing in a way that allows the greatest access to users.
I am glad the cataloguing activity was in depth, because it forced me to develop a good understanding of MARC records, ISBD, and the precision of cataloguing. I am walking away from the course with a new skill set. I am also thinking about the end user now, not just a system I put in place. And, I am aware of not only accurately following proper cataloguing procedures, but asking myself whether my cataloguing practices are creating the greatest access for users.
NOTE: A great portion of my blog contains notes from course readings. These postings have ‘(course notes)’ in the title. My article review reflections are contained in the next posting. There are also some other reflections postings throughout the blog.
Wednesday, July 8, 2009
Friday, July 3, 2009
Reflection on Article Reviews
There is a lot more to learning the formal rules of cataloguing and constructing original records than I had thought. Before taking the course I believed that cataloguing was straight forward- you learn some rules, follow procedures, and presto everything is in order. After completing a good portion of the course, I am especially concerned when it comes to cataloguing nonbook sources, primary e-resources.
The three articles I reviewed, Angela Murphy-Walter’s “ The Creatures from the Back Room”, Sandra William’s “The Recent Evolution of Cataloging, and Carol Tenopir’s “A New-Old Role for Libraries, all focus on nonbook cataloguing (my article reviews posted on discussion board). Angela Murphy-Walters offers tips for librarians on how to deal with nonbook cataloguing. She writes that nonbook cataloguing is a specialized area, but there is no reason why we can’t learn it and suggests steps to follow. Her recommendation to “Just Do It”, document your procedures, and tweak as you go, hit home with me. I can not be expected to do it perfectly, and I think it is worse to not do it at all and have resources not being used to their potential or possibly lost.
Sandra William’s article reinforces the point of learning formal cataloguing rules and language of AACR2 and MARC records. Her article summed up the rationale for taking this course when she states the reason we learn the rules is because poor records simply can not be found in an automated system. For resources to be fully accessed by users through an automated system we need to create accurate cataloguing systems. Exacting cataloguing is very important now that much of the information we deal with, in the form of nonbook materials, needs original cataloguing. I see this becoming more common in the immediate future. With the many web sources, original documents being created by peers and students, and the variety of multimedia resources available, the need for original cataloguing is increasing.
The third article, Carol Tenopir’s “A New-Old Role for Libraries” was disconcerting. She attended a conference where speaker Derek Law stressed the importance of focusing on collecting non-commercial resources such as e-sources (Blogs, research papers, audio files, streamed lectures, images, staff records, etc). He states that not only do we need to start capturing these things now, before they are lost in the unregulated web world, but we need to guide creators to construct their data records in a way that they can be captured. He lays out steps we need to take when cataloguing such resources and stresses that we need to be able to discern what is worth keeping and what is not. I do not feel qualified to do this, but do appreciate the fact that much original information is going to be lost during the infancy stages of the Web. I believe things will become more regulated in the future and more standardization will happen in documenting these resources. For now, I can focus upon school/community produced resources and apply the methodology learned in this course to these original resources. I can also create records for sites commonly used by our school, and records for physical nonbook items in the school.
These three articles reinforce concerns I had about nonbook resources before I began the course. I still feel there is so much for me to learn and discuss regarding the documentation of e-resources and original documents. In the future I think we will look back and realize all the valuable information that was lost in this time. I think we, me included, have become very biased thinking books and journals are the most accurate source of information and the primary resources in need of cataloguing. The fact that books are reviewed and published is a great source of comfort to me as it gives these resources validation, however, a lot of information today ages very quickly and books take time to produce. I have been changing my own attitudes towards original materials and their importance, and will be putting more thought into capturing these resources.
Murphy-Walter, Angela. “ The Creatures from the Back Room”, School Library Journal, 46:12, (2000): 58.
Williams, Sandra Q. “The Recent Evolution of Cataloging”, Knowledge Quest, 34:1, (2005): 43-44.
Tenopir, Carol. “A New-Old Role for Libraries.” Library Journal, 134:2, (2009): 24
The three articles I reviewed, Angela Murphy-Walter’s “ The Creatures from the Back Room”, Sandra William’s “The Recent Evolution of Cataloging, and Carol Tenopir’s “A New-Old Role for Libraries, all focus on nonbook cataloguing (my article reviews posted on discussion board). Angela Murphy-Walters offers tips for librarians on how to deal with nonbook cataloguing. She writes that nonbook cataloguing is a specialized area, but there is no reason why we can’t learn it and suggests steps to follow. Her recommendation to “Just Do It”, document your procedures, and tweak as you go, hit home with me. I can not be expected to do it perfectly, and I think it is worse to not do it at all and have resources not being used to their potential or possibly lost.
Sandra William’s article reinforces the point of learning formal cataloguing rules and language of AACR2 and MARC records. Her article summed up the rationale for taking this course when she states the reason we learn the rules is because poor records simply can not be found in an automated system. For resources to be fully accessed by users through an automated system we need to create accurate cataloguing systems. Exacting cataloguing is very important now that much of the information we deal with, in the form of nonbook materials, needs original cataloguing. I see this becoming more common in the immediate future. With the many web sources, original documents being created by peers and students, and the variety of multimedia resources available, the need for original cataloguing is increasing.
The third article, Carol Tenopir’s “A New-Old Role for Libraries” was disconcerting. She attended a conference where speaker Derek Law stressed the importance of focusing on collecting non-commercial resources such as e-sources (Blogs, research papers, audio files, streamed lectures, images, staff records, etc). He states that not only do we need to start capturing these things now, before they are lost in the unregulated web world, but we need to guide creators to construct their data records in a way that they can be captured. He lays out steps we need to take when cataloguing such resources and stresses that we need to be able to discern what is worth keeping and what is not. I do not feel qualified to do this, but do appreciate the fact that much original information is going to be lost during the infancy stages of the Web. I believe things will become more regulated in the future and more standardization will happen in documenting these resources. For now, I can focus upon school/community produced resources and apply the methodology learned in this course to these original resources. I can also create records for sites commonly used by our school, and records for physical nonbook items in the school.
These three articles reinforce concerns I had about nonbook resources before I began the course. I still feel there is so much for me to learn and discuss regarding the documentation of e-resources and original documents. In the future I think we will look back and realize all the valuable information that was lost in this time. I think we, me included, have become very biased thinking books and journals are the most accurate source of information and the primary resources in need of cataloguing. The fact that books are reviewed and published is a great source of comfort to me as it gives these resources validation, however, a lot of information today ages very quickly and books take time to produce. I have been changing my own attitudes towards original materials and their importance, and will be putting more thought into capturing these resources.
Murphy-Walter, Angela. “ The Creatures from the Back Room”, School Library Journal, 46:12, (2000): 58.
Williams, Sandra Q. “The Recent Evolution of Cataloging”, Knowledge Quest, 34:1, (2005): 43-44.
Tenopir, Carol. “A New-Old Role for Libraries.” Library Journal, 134:2, (2009): 24
Monday, June 29, 2009
Maintaining and Circulating the Collection
The course notes for week 10, Maintaining the Collection and the Catalogue, and week 12 Circulating the Collection, have many practical points on running and maintaining the school library collection. Topics covered include shelf reading strategies, weeding, mending a repair tips, making catalogue revisions, basic principles of circulation, overdue and lost items, materials that are reference only, and interlibrary loans. Luckily many of these procedures are already in place in existing libraries. I also find that students are well aware of what the library procedures are and do not hesitate to fill me in when I am TOCing.
Sunday, June 28, 2009
Managing the Catalogue (text notes)
Cataloguing Policy
Are choices of bibliographic level for descriptive cataloguing, subject authority list used as a source of subject headings, classification scheme used, and shelf marks to be added to classification number to create call numbers. Also, how to handle these matter, rules,
Create a Manual
A manual should begin with a brief description of the library community or school, mission, goals, objectives, context in which policies operate. It should also contain sections for each type of operation in the bibliographic system, including descriptive cataloguing subjects cataloguing and classification and call number decisions, how data are encoded and how changes in the cataloguing rules and subject tools should be handled. The manual should be review and amended annually.
Management Tasks
1. Setting goals and objectives- decision what the department needs to accomplish over a period of time, year, strategies, targets, time limits. Can include back log time to get stuff done that needs to be worked off.
2. Staffing issues -when and how long do we need extra staff of volunteers to get work done
3. Managing the budget-preset amounts and monitor and report on department related expenditures. Making up a budge for additional funding. Learning about types of expenses the department incurs personnel equipment supplies contract services. Properly recorded and report an accounting of how money was spent.
4. Buying products an services- outsourcing, catalogued product, need to ensure meet quality standards.
5. Evaluating the department- supervise implementation, criteria data gathering, analyzing, volume, quality, time price stats
6. Reporting–show how much work is was done, how good it was, how fast it got done, how much it cost. Supervisors, library or media center admin, institutional or community boards.
CURRENT ISSUES:
Metadata
This is information used to locate and retrieve materials in electronic form from collection of such materials. Comprehensive ownership and rights management information is an issue as records give far less detail for bibliographic element such as authors titles, and physical descriptions, than with books and may not follow rules. Its unlikely to bear subject-related classification numbers. We need to learn to create metadata records
Outsourcing
Develop marketable products and marketing strategies geared for non library buyers and implement them.
Catalogue department managers need management and leaderships skills in addition to substantial knowledge of cataloguing and classification to succeed in leading their departments .
Are choices of bibliographic level for descriptive cataloguing, subject authority list used as a source of subject headings, classification scheme used, and shelf marks to be added to classification number to create call numbers. Also, how to handle these matter, rules,
Create a Manual
A manual should begin with a brief description of the library community or school, mission, goals, objectives, context in which policies operate. It should also contain sections for each type of operation in the bibliographic system, including descriptive cataloguing subjects cataloguing and classification and call number decisions, how data are encoded and how changes in the cataloguing rules and subject tools should be handled. The manual should be review and amended annually.
Management Tasks
1. Setting goals and objectives- decision what the department needs to accomplish over a period of time, year, strategies, targets, time limits. Can include back log time to get stuff done that needs to be worked off.
2. Staffing issues -when and how long do we need extra staff of volunteers to get work done
3. Managing the budget-preset amounts and monitor and report on department related expenditures. Making up a budge for additional funding. Learning about types of expenses the department incurs personnel equipment supplies contract services. Properly recorded and report an accounting of how money was spent.
4. Buying products an services- outsourcing, catalogued product, need to ensure meet quality standards.
5. Evaluating the department- supervise implementation, criteria data gathering, analyzing, volume, quality, time price stats
6. Reporting–show how much work is was done, how good it was, how fast it got done, how much it cost. Supervisors, library or media center admin, institutional or community boards.
CURRENT ISSUES:
Metadata
This is information used to locate and retrieve materials in electronic form from collection of such materials. Comprehensive ownership and rights management information is an issue as records give far less detail for bibliographic element such as authors titles, and physical descriptions, than with books and may not follow rules. Its unlikely to bear subject-related classification numbers. We need to learn to create metadata records
Outsourcing
Develop marketable products and marketing strategies geared for non library buyers and implement them.
Catalogue department managers need management and leaderships skills in addition to substantial knowledge of cataloguing and classification to succeed in leading their departments .
Saturday, June 27, 2009
Thoughts on Assignment 2
I have completed Assignment 2, finally. Overall I found the assignment to be extremely time consuming and in depth. It is the first time in years that I have found myself to the point of frustration when working on a course. I had to review the entire text, notes, discussions, and Meebo chats to figure out what I was supposed to be doing and still am not sure that I have done it right! This was a big learning curve for me, but I do feel that I can now read a MARC record and recognize the ISBD elements!
I still have a lot to learn regarding writing up tags and assigning DDC numbers, and found those tasks frustrating as I do not have access to the proper resources. I am hoping that I will be able to find a DDC number from another library for most of the resources that go in my school library so that I can modify the number to fit the needs of my school's library program.
When it comes to electronic resources things start to get a little more difficult. In the future I see most resources being digital or nonbook, so I will have to do more research and thinking about how to catalogue these items or things can get out of hand. It is in the area of electronic resources that I see gaps and weaknesses in cataloguing and think we need to work towards greater standardization.
I still have a lot to learn regarding writing up tags and assigning DDC numbers, and found those tasks frustrating as I do not have access to the proper resources. I am hoping that I will be able to find a DDC number from another library for most of the resources that go in my school library so that I can modify the number to fit the needs of my school's library program.
When it comes to electronic resources things start to get a little more difficult. In the future I see most resources being digital or nonbook, so I will have to do more research and thinking about how to catalogue these items or things can get out of hand. It is in the area of electronic resources that I see gaps and weaknesses in cataloguing and think we need to work towards greater standardization.
Hints for Good Cataloguing Management
" 10 Hints for good cataloguing management".
1. It is important to set policy, consistent approaches to particular rules, etc. in a policy manual and apply your library approach consistently.
2. Do not compromise quantity when trying to achieve high-quality. You are not doing yourself any favours, agonizing over 'quality, detailed' records while a backlog of items pile up.
3. Encourage your school/district to purchase the cataloging reference resources you need.
4. Record your local cataloguing rule interpretations and apply consistently.
5. Try to copy catalogue as much as you can. Avoid original cataloguing.
6. It is ok to make mistakes.
7. Build a network and support system with other libraries, TLs, etc.
8. Keep informed.
9. Where appropriate, get feedback and advice about cataloguing decisions.
10. Trust yourself. When it comes to cataloguing decisions, you are likely the expert!
Adapted from Intner, S. &Wiehs, J. (2001). Standrard cataloging for school and public libraries. Westport, CT: Libraries Unlimited. p. 278.
1. It is important to set policy, consistent approaches to particular rules, etc. in a policy manual and apply your library approach consistently.
2. Do not compromise quantity when trying to achieve high-quality. You are not doing yourself any favours, agonizing over 'quality, detailed' records while a backlog of items pile up.
3. Encourage your school/district to purchase the cataloging reference resources you need.
4. Record your local cataloguing rule interpretations and apply consistently.
5. Try to copy catalogue as much as you can. Avoid original cataloguing.
6. It is ok to make mistakes.
7. Build a network and support system with other libraries, TLs, etc.
8. Keep informed.
9. Where appropriate, get feedback and advice about cataloguing decisions.
10. Trust yourself. When it comes to cataloguing decisions, you are likely the expert!
Adapted from Intner, S. &Wiehs, J. (2001). Standrard cataloging for school and public libraries. Westport, CT: Libraries Unlimited. p. 278.
Thursday, June 25, 2009
Using Sear's Subject Headings (course notes)
When Applying Sears
1. Determine subject (s) of item by examine its subject-rich element (title, table of contents or menu, preface, summary, index); consider these from a user’s viewpoint.
2. Write the subject(s) down in your own words.
3. Match each subject listed with heading in Sears list, assign the heading authorized for use that most closely represent it.
4. Assign up to three subject headings. If an item covers more than three subjects, assign a broader heading that includes them (I item covers cultivation of lemons, bananas, avocado assign the three heading, If it lists more fruit assign Fruit Culture.
In addition, consider the following in selecting subject headings:
1. Choose the most specific heading available.
2. Give the most specific heading directly, not as a subdivision of a broader heading
3. Consider items already in the collection relating to the subject of the item being catalogue and try to collocate it with these items.
4. Treat items first by topic, then by geographical focus or by form, unless Sear’s scope notes instruct doing otherwise.
5. Be “format-blind” in subject cataloguing. Treat materials other than books in the same way books are treated.
6. Consult Sears’s prefatory pages for specific subject cataloguing treatment of biographies, nationalities, literature, and wars and events.
Sears is effective because it give users enough “hits” to find an item without overwhelming or disappoint them. It terminology is simpler and less sophisticated than LCSH and enables young searchers to understand them better.
1. Determine subject (s) of item by examine its subject-rich element (title, table of contents or menu, preface, summary, index); consider these from a user’s viewpoint.
2. Write the subject(s) down in your own words.
3. Match each subject listed with heading in Sears list, assign the heading authorized for use that most closely represent it.
4. Assign up to three subject headings. If an item covers more than three subjects, assign a broader heading that includes them (I item covers cultivation of lemons, bananas, avocado assign the three heading, If it lists more fruit assign Fruit Culture.
In addition, consider the following in selecting subject headings:
1. Choose the most specific heading available.
2. Give the most specific heading directly, not as a subdivision of a broader heading
3. Consider items already in the collection relating to the subject of the item being catalogue and try to collocate it with these items.
4. Treat items first by topic, then by geographical focus or by form, unless Sear’s scope notes instruct doing otherwise.
5. Be “format-blind” in subject cataloguing. Treat materials other than books in the same way books are treated.
6. Consult Sears’s prefatory pages for specific subject cataloguing treatment of biographies, nationalities, literature, and wars and events.
Sears is effective because it give users enough “hits” to find an item without overwhelming or disappoint them. It terminology is simpler and less sophisticated than LCSH and enables young searchers to understand them better.
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